How Students Learn

1. Patrice Ludwig, James Madison University Carol Hurney, James Madison University Janet Branchaw, University of Wisconsin – Madison Kristina Obom, Johns Hopkins University How Students Learn

2. Powerful Learning Experiences

3. Common Experiences

4. What is learning?

5. Context

6. Mental Models

7. Change

8. Students & Learning • Teaching Teaching & Understanding Understanding

9. Students & learning

10. Learning Theories • Dualistic Thinking • knowledge is certain and unambiguous • questions have answers • authorities possess valuable wisdom that contains eternal truths • Multiplicity • certainty yields to uncertainty and ambiguity • knowledge and truth are essentially subjective and personal • opinion is insufficient because specific criteria help evaluate the usefulness and validity of knowledge claims • Contextual-Relativism • in a world of uncertainty, they must make choices (whether about ideas, hypotheses, theories, or policies) • choices require methods of critical thinking • Commitment within Contextual Relativism • acknowledgement that choices require analysis andvalues • knowledge, theories, and methods are imperfect and uncertain • personal choices require acknowledging personal responsibility that follows from personal values. Thoma, George A. (1993) "The Perry Framework and Tactics for Teaching Critical Thinking in Economics". Journal of Economic Education Spring:128-136.

11. Learning Theories Students’ prior knowledge can help or hinder learning How students organize knowledge influences how they learn and apply what they know Students’ motivation determines, directs, and sustains what they do learn To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned Goal-directed practice coupled with targeted feedback are critical to learning Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning To become self-directed learners, students must learn to monitor and adjust their approaches to learning. Students’ prior knowledge can help or hinder learning How students organize knowledge influences how they learn and apply what they know Students’ motivation determines, directs, and sustains what they do learn To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned Goal-directed practice coupled with targeted feedback are critical to learning Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning To become self-directed learners, students must learn to monitor and adjust their approaches to learning.

12. Goal-directed practice coupled with targeted feedback are critical to learning Assessment Institute